本文基于理论推演和实践探索，编写了“中小学教师课堂评价知识问卷”，并针对浙江省三类地区3个地级市33所中小学校的1735名中小学教师进行了调查。调查发现，中小学教师课堂评价知识的整体水平不高，且内部结构差异较大，评价伦理水平极差；不同群体教师的课堂评价知识水平存在不同程度的差异，其中女教师的表现优于男教师。教师的课堂评价知识水平随学段提升而下降，高级职称教师的课堂评价知识水平明显高于其他职称的教师，班主任教师的表现优于普通教师；教师的中小学学生时代、职前教育和在职工作所学知识是课堂评价知识的直接来源；职前教师主要通过个体阅读和教育学学科课程学习课堂评价知识；在职教师主要通过课程培训和专业活动等方式习得课堂评价知识。%Based upon theory and practice, "the questionnaire on classroom assessment knowledge of primary and secondary school teachers" was development with great reliability and validity. The survey had been administered to 1735 primary and secondary school teachers from 33 schools based in three cities throughout three regions of Zhejiang province. The results showed that the overall skill for classroom assessment knowledge was not high-leveled, not only the teachers" knowledge structure various a lot, also the level of assessment ethnic is poor extremely. What's more, the classroom assessment knowledge various much from different kinds of teachers. For instance, female teachers normally perform better than male teachers, and the classroom assessment knowledge declines while the grade went up. The survey also showed that the senior-titled teacher and tutor's classroom assessment knowledge is much better than others. The original source of teachers" knowledge of classroom assessment are mostly from teachers had learned in the era of primary and secondary school students, pre-service education and on-the-job work. And pre-service teacher mostly depend on personal reading and pedagogy courses to obtain the knowledge of classroom assessment, while in-service teachers normally obtain it through training courses and professional activities.
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